Nathans Run essays

Nathans Run essays Nathans run, published in 1996 used themes and issues, which are present in past and contemporary affairs of society. Juvenile detention, killer teenagers justifying their actions, police corruption, these are all issues found in news and current affairs. Using familiar issues, ideas and themes John Gilstrap creates an attraction between the reader and the story line, producing an interpretation, which could be transferred to a screenplay. A part of the book, which can be, classed as the climax of the story holds the reader in a way a film would use action, conflict and resolution. It could make a very powerful scene in a film. Scenes are the change of action or setting in a film, the change of emotional and physical actions presented by the actor while in character. The scene would begin in a suburban, built up area, with a young boy pointing a pistol at an un-uniformed police officer. The boy, called Nathan Bailey is wearing an oversized shirt with the letters JDC across his back. His hair is filthy with blood streaked through it, opposite him with his weapon holstered an uniformed police officer with a gold badge hooked over his jacket pocket approaches him cautiously. Warren Michaels, the policeman, attempts to negotiate with Nathan. Presenting this scene on film as a director I would use similar issues, ideas and affairs to expose to the audience as Gilstrap presents to his readers. Using characterised body and facial movements and methods of acting I would like to show the audience that body language could be more descriptive and hold more information than dialogue in the form of character communication. Using this scene, as an example there is a lot of pauses between dialogue and the only form of communication between the characters are through facial expressions and how they present their actions to the audience. The meaning of this scene, in relation to body language, will show how truth can not only be heard ...

Double Comparative in English Grammar

Double Comparative in English Grammar The double comparative is the use of both more (or less) and the suffix -er to indicate the comparative form of an adjective or adverb. In present-day standard English, double comparatives (such as more easier) are almost universally regarded as usage errors, though the construction is still heard in certain dialects. Examples Some-a people think Im more dumber than them because I dont talk so good, but they only know one language and meI speak-a two. (Marjorie Bartholomew Paradis, Mr. De Lucas Horse, 1962)I was more tireder than ever Id been in my life, wore down beyond weariness. (Ron Rash, One Foot in Eden. Macmillan, 2004)But the only thing I got to tell you, if you take a dog and kick him around hes got to be alert, hes got to be more sharper than you. Well, weve been kicked around for two thousand years. Were not more smarter, were more alert. (Mordecai Richler, Barneys Version. Chatto Windus, 1997)Repose you there; while I to this hard house- More harder than the stones whereof tis raised. (Kent to King Lear in Act Three, scene 2, of King Lear by William Shakespeare) The Taboo Against This Belt-and-Suspenders Usage Double comparison is taboo in Standard English except for fun: Your cooking is more tastier than my mothers. I can see more better with my new glasses. These illustrate the classic double comparative, with the periphrastic more or most used to intensify an adjective or adverb already inflected for the comparative or superlative. A belt-and-suspenders usage, this is a once-Standard but now unacceptable construction (like the double negative) that illustrates yet again our penchant for hyperbole. Shakespeare (the most unkindest cut of all) and other Renaissance writers used double comparison to add vigor, enthusiasm, and emphasis, and so do young children and other unwary speakers of Nonstandard English today. (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993) The Double Comparative in Early Modern English As was true in earlier times also, a good many instances of double comparisons like more fitter, more better, more fairer, most worst, most stillest, and (probably the best-known example) most unkindest occur in early Modern English. The general rule was that comparison could be made with the ending or with the modifying word or, for emphasis, both. (Thomas Pyles and John Algeo, The Origins and Development of the English Language. Harcourt, 1982) More and most were historically not comparative markers, but intensifiers (as they still are in such expressions as a most enjoyable evening). In EMnE [Early Modern English], this intensifying function was felt much more strongly; hence writers did not find it ungrammatical or pleonastic to use both a comparative adverb and s from Shakespeare include in the calmest and most stillest night and against the envy of less happier lands. (C.M. Millward, A Biography of the English Language, 2nd ed. Harcourt Brace, 1996) More Doubles in English Grammar Double NegativeDouble Superlative

Environmental Law Research Paper Example | Topics and Well Written Essays - 2000 words

Environmental Law - Research Paper Example The decisions of the Agency unavoidably comprise value judgments, and the resolutions should be reached within a web of political restrictions. The EPA’s administrator is the legal authority on any specific resolution; nevertheless, the job is appointed by the President, and the administrator performs his/her tasks under the President’s authority (Glicksman 53). Moreover, regulatory agencies are largely controlled and affected by the manpower and budgetary proposals of the Office of Management and Budget, by the outcome of Congressional inspection, and by the Congress’s supervision (Glicksman 61). EPA should essentially moderate its decisions and activities with a certain level of political sense. In fact, political circumstances may prevent regulatory decisions that seem to be constitutional, and even important, under related statute. Furthermore, since regulatory activities carried out by EPA in Washington should be overseen either by the EPA regional departmen ts that are supervised by independent local and state governments or by fairly autonomous appointees, EPA’s decisions should be appropriate to an even wider array of political interests and should predict difficulties in implementation (Rom 82). This research paper argues that the EPA should have the authority to change policy and implement those policies concerning the health of the nation’s population without causing a political conflict in Washington over the economic impact of government regulations. In essence, this paper argues that EPA should be highly involved in the decision-making process, but it should not be in conflict with the economy and the government. Protecting the Environment and the Economy The regulation of activities that have an effect on the environment has been current event in the United States, but it is a perfect case of the economic involvement of the government for a social reason. Since the 1960s, Americans became more and more worried ab out the effect of industrial progress on the environment (Heyes 61-62). For example, engine exhaust from numerous vehicles was held responsible for air pollution in major urban areas. Pollution corresponded to ‘externality’, which is defined by economists as â€Å"a cost the responsible entity can escape but that society as a whole must bear† (Heyes 62). Because market dynamics are not capable of addressing these issues, numerous environmentalists asserted that government has a moral responsibility to safeguard the planet’s delicate environment, even though doing so entails that a certain level of economic progress be given up. Several major laws were ratified to prevent and regulate pollution, such as the 1972 Clean Water Act and the 1963 Clean Air Act. Environmentalists accomplished a very important objective in 1970 with the creation of EPA which merged into a single organization numerous federal projects focused on environmental conservation. The EPA e stablishes and implements acceptable regulatory practices, and it provides timetables to encourage polluters to conform to these norms. Because majority of the prerequisites are current, industries are granted a substantial amount of time to abide by these rules (Schoenbrod 25). The Agency also has the power to organize and

Capital Investment Assignment Example | Topics and Well Written Essays - 1750 words

Capital Investment - Assignment Example Even though after the democratic elections conducted in the year 2005, the country has been advised to be a safer destination for capital investments, there have been apprehensions about the stability of the country and the chances of the conflicts arising again which may hinder the sustained growth of the company's operations in the country. Apart from the political risk, there is the issue of Company's Social Responsibility and the related costs and ethical values that need consideration before taking any decision on investing in Medco Republic. In addition the report focuses on the foreign exchange risk in dealing with the currency of Medco Republic. The objective of this report therefore is to consider the soundness of the proposed capital investment from the angles of financial feasibility, country risk of Medco Republic and the foreign exchange risk in undertaking transactions in the currency of Medco Republic as against the British Pounds as the investments the commitment of substantially larger sums by the Company to be recouped over a longer period. The analysis is based on a review of the net cash flows from the project using the recognized capital budgeting evaluation methods of Net Present Value (NPV) and Internal Rate of Return (IRR), taking the weighted average cost of capital of the Company of 15% as the hurdle rate and the rate for discounting the present value of future cash flows from the project. Financial Feasibility The financial feasibility of any capital investment proposal can be judged based on the ability of the project to enhance the shareholders' wealth by contributing positive net cash inflows from the proposed investments. Just any other domestic capital project is being evaluated, for the international investments can also be evaluated by calculating the 'Net Present Value' (NPV) future cash flows expected out of the project. The NPV of the project depends on the initial investment or initial cash flow, expected future cash flows and the cost of capital. Based on the comparison of the NPV of the future cash flows with the proposed capital investment the feasibility of the project can be established. While working out the NPV the effect of the factors like Sales creation (additional sales), cannibalization (loss of sales), opportunity cost, transfer pricing and fees and royalties on the future cash flows should be taken into account. The Internal Rate of Return (IRR) is the other criter ion that needs to be carefully looked into while deciding on the capital investment. In the case of the proposed capital investment proposals the NPV and IRR from the projects have been worked out and exhibited in the Appendix. From the NPV calculations it is observed that the project has a negative net present value which implies that the project is not acceptable. The internal rate of return (IRR) is also much lower than that of the weighted cost of capital of the company. As against the cost of capital of 15% the IRR from the project works out to 5%. This also indicates that the proposed investment is unviable. Even though the Company can set off the tax payments in the country of Medco Republic against its income tax

Trojan Nuclear Power Plant Essay Example for Free

Trojan Nuclear Power Plant Essay Trojan Plant was a pressurized water reactor (PWR) nuclear power plant located in Rainier, Oregon, United States. Its construction started in 1st February 1970 and its commenced commercial operation on May1976, with a 35-year license which was to lapse in 2011. Unfortunately, it was closed about 20 years before the year of its designed lifetime, 16 years precisely of its operation. During its existence, Trojan produced over 12% of the electrical supply of Oregon. Historically, more than 80% of Oregons electricity came from hydropower from dams on the Columbia and Snake Rivers, while the rest is from fossil fuels. Trojan generated 1130 megawatt electrical (MWe) unit, which was the largest PWR unit that was ever built. A total of $450 million was coughed out in order to build the plant. It reactor supplier was Combustion Engineering and Reactor type Pressurized water reactor (PRW), with a power Capacity of 1,130 MW. It was constructed by Babcock and Wilcox. Its operator was Portland General Electric. Trojan was closed down for a major modification in the year 1978 to improve its resistance to earthquake which unraveled major errors in its construction and a close proximity of an unknown faultline. The operators sued the builders but the case was settled out of court. It took its steam generators only 4years to start developing problems, although they were designed to last the life of the plant, the steam tubes started cracking. Debates on the closure of Trojan was initiated by Lloyd Marbet in 1980, it persisted for a while until its operators finally proceeded with the demolition of Trojan. Its demolition started in 1993 and was completed in 2006. Reference   Koberstein, Paul (2005-03-09). Trojan: PGEs Nuclear Gamble, Willamette Week, p.  A1. Retrieved on 2007-06-15.

Piaget Essay -- essays research papers

Piaget's Theory of Cognitive Development During the 1920s, a biologist named Jean Piaget proposed a theory of cognitive development of children. He caused a new revolution in thinking about how thinking develops. In 1984, Piaget observed that children understand concepts and reason differently at different stages. Piaget stated children's cognitive strategies which are used to solve problems, reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND experience in the world. Research on cognitive development has provided science educators with constructive information regarding student capacities for meeting science curricular goals. Students which demonstrate concrete operational thinking on Piagetian tasks seem to function only at that level and not at the formal operational level in science. Students which give evidence of formal operational thinking on Piagetian tasks often function at the concrete operational level in science, thus leading researchers to conclude that the majority of adolescents function at the concrete operational level on their understanding of science subject matter. In a study by the National Foundation of subjects in Piaget's Balance Task were rated as being operational with respect to proportional thought development. In addition, seventy-one percent of subjects did not achieve complete understanding of the material studied in a laboratory unit related to chemical solubility. The unit delt with primary ratios and proportions, and when overall physical science achievement was considered, about forty-three percent of the formal operational studies were not able to give simple examples of the problem that were correctly solved on the paper and pencil exam (Inhelder & Piaget, 1958, p. 104). Piaget was primarily concerned with the developmental factors that characterize the changes in the child's explanations of the world around him or her. Piaget's early research showed three parallel lines of development. First, from an initial adualism or confusion of result of the subject's own activity with objective changes to reality to a differentiation between subject and object. Second, from a phenomenological interpretation of the world to one which is based on objective causality. Third, from a unconscious focusing on one's own point of view to a decentration which allocates the subject a place in the world alongside... ...ater extent than at the present. Science teachers who are chiefly concerned about themselves in relation to their teaching role or about their adequacy as a teacher, will be unable to focus on the intellectual capabilities of their students, in spite of the importance and impact which this has been proven to have on student's learning. Therefore, it can be stated that Piaget's theories of cognitive development have, and will continue to have a great effect on the manner in which teaching is done. References Athey, I., & Rubandeau, D. (1970). Educational implications of piaget's theory. Waltham, Mass.: Ginn-Blaisdell. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. London: Routledge and Kegan Paul. Inhelder, B., & Sinclair, H. (1974). Learning and development of cognition. Cambridge, Mass.: Harvard University Press. Philips, D. (1976, February). Piagetian perspectives on science teaching. The science teacher. vol. 43, No. 2. Piaget, J. (1973). To understand is to invent: the future of education. New York: Grossman Publication. Piaget Essay -- essays research papers Piaget's Theory of Cognitive Development During the 1920s, a biologist named Jean Piaget proposed a theory of cognitive development of children. He caused a new revolution in thinking about how thinking develops. In 1984, Piaget observed that children understand concepts and reason differently at different stages. Piaget stated children's cognitive strategies which are used to solve problems, reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND experience in the world. Research on cognitive development has provided science educators with constructive information regarding student capacities for meeting science curricular goals. Students which demonstrate concrete operational thinking on Piagetian tasks seem to function only at that level and not at the formal operational level in science. Students which give evidence of formal operational thinking on Piagetian tasks often function at the concrete operational level in science, thus leading researchers to conclude that the majority of adolescents function at the concrete operational level on their understanding of science subject matter. In a study by the National Foundation of subjects in Piaget's Balance Task were rated as being operational with respect to proportional thought development. In addition, seventy-one percent of subjects did not achieve complete understanding of the material studied in a laboratory unit related to chemical solubility. The unit delt with primary ratios and proportions, and when overall physical science achievement was considered, about forty-three percent of the formal operational studies were not able to give simple examples of the problem that were correctly solved on the paper and pencil exam (Inhelder & Piaget, 1958, p. 104). Piaget was primarily concerned with the developmental factors that characterize the changes in the child's explanations of the world around him or her. Piaget's early research showed three parallel lines of development. First, from an initial adualism or confusion of result of the subject's own activity with objective changes to reality to a differentiation between subject and object. Second, from a phenomenological interpretation of the world to one which is based on objective causality. Third, from a unconscious focusing on one's own point of view to a decentration which allocates the subject a place in the world alongside... ...ater extent than at the present. Science teachers who are chiefly concerned about themselves in relation to their teaching role or about their adequacy as a teacher, will be unable to focus on the intellectual capabilities of their students, in spite of the importance and impact which this has been proven to have on student's learning. Therefore, it can be stated that Piaget's theories of cognitive development have, and will continue to have a great effect on the manner in which teaching is done. References Athey, I., & Rubandeau, D. (1970). Educational implications of piaget's theory. Waltham, Mass.: Ginn-Blaisdell. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. London: Routledge and Kegan Paul. Inhelder, B., & Sinclair, H. (1974). Learning and development of cognition. Cambridge, Mass.: Harvard University Press. Philips, D. (1976, February). Piagetian perspectives on science teaching. The science teacher. vol. 43, No. 2. Piaget, J. (1973). To understand is to invent: the future of education. New York: Grossman Publication.

Community Services Essay

1.Five items that I would include in the agenda list are; the name of the person who is coordinating the meeting, attendees (people who will be attending e.g., stakeholders), the start time of the meeting, the scheduled end time of the meeting and the matters for discussion such as feedbacks or housing. 2.Information that I may need to gather when preparing for Danny’s case management are Danny’s background history in regards to support services that he may have been using in the past whether he has been successful or not and if Danny is eligible for any other services and the criteria that falls into. 3.The purpose of the case management meeting is to establish a relationship with the client so that the client can feel confident being represented at the meeting and the concerns that would be reflected in the agenda for example alcohol is Danny’s concern. As a case manager I should be aware of the client’s objectives in the meeting and allowing the client the opportunity to indicate an agreement with the objectives such as in Danny’s case it is a life skill course. 4.My rights, roles and responsibility as Danny’s case manager would be to work with Danny to achieve the goals that he has identified, providing him with information about different services that are available to him and informing him the actions of his outcomes. I will also enable Danny to make decisions about his own life even if I won’t agree to it. Danny’s rights, roles and responsibilities would be to actively participate in his case plan, to be involved in identifying his own needs and to be attending all of his appointments with his case manager. 5.Two statutory requirements I must observe when obtaining information from other stakeholders are Freedom of Information Act 1982 and Privacy Act 1988. 6.Three key factors that would be important to ensure that Danny’s case is operating within the appropriate legislative requirements is respecting Danny’s confidentiality and also protecting his personal information from unauthorised disclosure. Informing Danny about the nature of all the services being provided to him and obtaining consent from Danny if he chooses to continue to withdraw from the services and lastly responding to Danny’s requests of information about the way that I, my organisation, or the stakeholders are working on. 7.I will record the outcomes of the meeting by taking effective case notes during the meeting and making a summary of what has happened in the meeting. All of the records has to be clearly labelled, dated and stored away somewhere safety locked in a filing cabinet. 8.Three boundaries that I need to discuss with Danny are about my relationship with him meaning that it should be professional e.g. not to have a dual relationship, explaining to Danny on the first meeting that my work is set to focus on the work that I will be doing for him and also explaining my limits and availability to him as his case worker. 9.The two decision making process would be to keep Danny involved and informed and also deciding further support services that Danny may require for his wellbeing. 10.Two strategies that I would put in place would be to maintain professional boundaries with Danny and reminding Danny that the relationship is professional and only informing Danny when I would feel that it may be getting blurred for him e.g. when Danny might expect me to act as his friend. I would also avoid any conflict of interest and as his case manager I will have to familiarise myself with the agencies code of conduct in order to use it as a guide line to establish a relationship with Danny. I will have to be mindful of my behaviour such as the use of my language and taking the right actions to contact Danny outside of work hours. 11.Two key concerns that I need to consider is the location of the programs or services and if it is located in Danny’s community and if the stakeholders are suited for Danny’s needs and if Danny is motivated enough to do it. 12.As Danny’s case worker I will inform Danny with information about the grievance process so that Danny knows what he can do if he is unhappy with the services or his case management process. Danny will also be informed about the complaint procedures and policies and if he is required to fill any kinds of paper work, and notifying Danny of how the complaints will be documented, the actions that will be taken, who will be responsible or what community will determine the outcomes and Danny’s right to appeal.

Afga

What are the functions of the digestive system? The functions of the digestive system are to break down food, down Into various macromolecules in order to extract the nutrients from the food. 2. How does the structure of each organ In the digestive system relate to Its function? They have a specific structure In order to properly perform the function they were meant to do. For example the small intestines have villa in it in order to increase the surface area and absorb nutrients easier. 3.How goes the digestive system assist in maintaining the water balance in the body? The large intestines help with water retention so the body doesn't get dehydrated very easily. 4. How do enzymes assist the process of digestion? Enzymes help assists the process of digestion by breaking down specific macromolecules and speeding up the process as well. 5. How do factors such as temperature, pH and concentration of enzyme or substrate affect the rate of enzyme-catcalled reactions? They can speed up or aid the reaction process or denature the enzyme depending on the given notations. . What are IBM and BMW? IBM Is body mass Index and BMW Is basal metabolic rate. 7. How can IBM and BMW help assess healthy diet and weight? Because they help determine whether you are considered overweight for your height group. 8. What are the health risks associated with being overweight or underweight? They can lead to many different issues such as heart problems, malnutrition, brittle bones, muscle aches, etc. 9. What body systems are affected when a person is overweight or underweight?Multiple body systems can be affected ouch as the digestive system, skeletal system, muscular system, cardiovascular system, etc. 10. What is ATOP? ATOP is adenosine troposphere. 1 1 . How is energy released from ATOP and used to do work in the body? Energy is released from ATOP through the process of hydrolysis. 12. How do the air you breathe and the food you eat relate directly to the production of energy in the f orm of ATOP? The quality of the alarm and food affects the production of energy from ATOP based off how much ATOP can be produced from the alarm and food given.

The eNotes Blog Irish Poet Seamus HeaneyDies

Irish Poet Seamus HeaneyDies Nobel prize winner Seamus Heaney, The most important Irish poet since Yeats, passed away in Dublin early this morning. He was 74. In the short time since his death, tributes have poured in from all over the globe. But all eyes are on the people of Ireland, whose loss of a national treasure is deeply felt. President Michael D. Higgins, himself a published poet, has spoken of Heaney, the presence of Seamus was a warm one, full of humour, care and courtesy – a courtesy that enabled him to carry with such wry Northern Irish dignity so many well-deserved honours. It is that Irish dignity that Higgins credits with boosting national confidence after the economic downturn the nation suffered in 2010. He carried with him an Irish legacy, born of rural county Derry, that will live on in poems like Digging and Field Work.  Taoiseach Enda Kenny spoke for all of his country when he said the death of Heaney was a great sorrow to Ireland  Ã¢â‚¬Å"For us, Seamus Heaney was the keeper of language, our codes, our essence as a people. Listen to Heaneys 1995 Nobel lecture below: Under my window, a clean rasping sound When the spade sinks into gravelly ground: My father, digging. I look down Between my finger and my thumb The squat pen rests. I’ll dig with it.

Hypothesis or Theory (Tips on Scientific Language) - Get Proofed!

Hypothesis or Theory (Tips on Scientific Language) - Get Proofed! Tips on Scientific Language Science can be a dangerous thing in the wrong hands. According to one song, it can even cause blindness. And as a result, we need to be careful with science and scientific language. (And Thomas Dolby.) Were not sure of Dolbys scientific qualifications, though. (Photo: Arthur Mouratidis/wikipedia) The main problem (for us) is that scientists often use familiar terms in unfamiliar ways. And if you don’t know the scientific use of these words, it’s easy to make an error. So, to help out, we’re taking a closer look at three terms: â€Å"hypothesis,† â€Å"theory,† and â€Å"significant.† Hypothesis (A Testable Idea) In everyday language, we sometimes use â€Å"hypothesis† to refer to an educated guess. This is fairly close to how it’s used in the sciences, but it also has some specific requirements. A hypothesis should be: An attempt to explain something that can be observed Phrased in a way that means we can test it Once a hypothesis has been tested, it can then be accepted or rejected depending on the results. Theory (A Well-Tested Concept) A theory is a proposed explanation of something. But when people say that something is â€Å"just a theory,† they mean that it hasn’t been proven. This is because one sense of â€Å"theory† is â€Å"speculation.† However, in scientific writing, it means the complete opposite of this. A scientific theory is actually something that has been tested repeatedly and that is widely accepted as true. This makes it much stronger than a hypothesis and much, much stronger than pure speculation! This doesn’t mean that a theory can’t be disproved, but you would need to show evidence that it’s untrue or suggest a better theory. A scientific theory is never â€Å"just† a theory. Its just a theory supported by 160 years of research. Significant (Unlikely to Have Happened by Chance) To be â€Å"significant† is usually to be important or noteworthy. The opposite is to be â€Å"insignificant.† In the sciences, though, â€Å"significant† typically refers to statistical significance. The results of a test are statistically significant if we can show that they’re unlikely to be due to chance alone. The opposite of this is â€Å"non-significant,† which means that the results could have been influenced by randomness. In addition, keep in mind that something can be statistically significant without being noteworthy. There’s a statistically significant relationship between breaking eggs and making an omelet, for example, but this isn’t a hugely â€Å"significant† discovery in terms of being interesting or important. Its a scientific breakthrough! Other Scientific Language The terms above are significant (in the everyday sense) because they’re common in many scientific fields. As such, anyone reading or writing about science needs to know how they’re used. However, there are plenty of other examples. If a physicist is discussing a â€Å"flavor of quark,† for instance, they could be talking about either subatomic particles or dairy products. This is why we need to be careful with scientific language. And if you come across a familiar word being used in an unusual way, always double check its scientific meaning.

Opinion about William Bennet's 1998 Quote on Education Essay

Opinion about William Bennet's 1998 Quote on Education - Essay Example This phenomenon is still, however; conceptually unclear to many people and few understand how it impacts the schools on which the legalization operates (Neal & Kirp, 1985; 2000). There are various aspects of the modern schooling which have been concealed. These include the deterioration such a legalization system imposes in the morality of students and teachers versus that of the parents. The parents have no say when it comes to choosing their children’s teachers. There is not much information given on teachers because of the protection of such information by law. Interestingly, the State knows so little about it. In this confusion, the teachers who are disposed have no idea of each other’s information (State University, 2011). Duplication of knowledge has been proposed as the best way to go for developing countries. Yet, we have restrictions on copyright materials. It is common knowledge that not every student will invent new ideas. Setting up legal restrictions on who can use the education materials and how, poses a great challenge for those who might not afford the cost. As can be seen, the Copyright Act gives a number of exceptional situations to the above law. Protecting the author’s work is good, but this has an effect on limiting the number of people who can access them. This brings about discrimination since not all students will have the money to afford purchase of such materials (Neal & Kirp, 1985; 2000). The legalization of education system in the 1950s brought about the entry of minorities into the public schools that practiced segregation. However; this exposed them to greater problems of chaos and constant violence, which in most cases went unpunished leading to the white flight to private institutions of learning (State University, 2011). Legalizations of education institutions are mostly aimed at making the schools a conducive place for all to acquire education. However; given the restrictions imposed on the teachers and the administration, the schools lose focus on their main missions and objectives. The legalization leads to the known de-emphasis on the teaching process and learning, which are meant to be the basic tenets of institutional establishments in the first place. With the growth of the state into a more litigious status, the schools have become even more bureaucratic in the process. It is truly appalling since learning institutions are supposed to be flexible and nurtures of change, efficiency and effectiveness. Yet many agree that schools, especially institutions of higher learning are the most bureaucratic establishments in the current society. It is like copying the government system and perfecting the art of bureaucracy (State University, 2011). Given the legalization processes, the school administrators turn institutions into fiefdoms as places of exercising their unchecked authority. Principals have had to meet out serious and unfair punishments to teachers who are in record for havin g questioned their status quo. The restrictions given to education institutions could still be looked at as one way of the government’s evasion of responsibility for what goes on in these schools. Instead of being fully involved in the process, the state takes an oversight role and leaves the backlog of problems to the school authorities who end up misusing such powers. Laws alone without a thorough implementation and